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Artykuły w czasopismach na temat "Language and languages – study and teaching – europe"
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Fişekcioğlu, Aslı. "The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers". International Journal of Education and Literacy Studies 10, nr 2 (30.04.2022): 141–48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.141.
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The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.
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DENİZ, Kemalettin, i Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE". Zeitschrift für die Welt der Türken / Journal of World of Turks 13, nr 1 (15.04.2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Szymankiewicz, Krystyna, i Radosław Kucharczyk. "KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI". Neofilolog, nr 45/1 (22.03.2019): 73–86. http://dx.doi.org/10.14746/n.2015.45.1.05.
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Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languageswhich will be taught as the second foreign language (L3) and how plurilingualcompetence can be developed in the classroom. The study, conductedamong students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately preparedto develop plurilingual competence in their students? Do they have theappropriate knowledge and practical skills to do this? What are their beliefsregarding the role of different languages when teaching the L3 target language?
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar i Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), nr 3(133) (22.03.2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Haque, Shahzaman. "Transmission des langues natives aux deuxièmes générations : le cas de la diaspora indienne en Europe Nordique et occidentale". Travaux neuchâtelois de linguistique, nr 52 (1.01.2010): 29–50. http://dx.doi.org/10.26034/tranel.2010.2823.
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In the matter of migrant families the language transmission and language practices are often subjected to issues related to national, family and local language(s) policies. This paper aims to explore the salient features of these issues concerning four Indian families as an in-depth case study, who have migrated to France, Sweden, Norway and Finland. Here fewer investigations have been conducted related to transmission of native languages on the migrant Indian community. Through the prism of sociolinguistic-ethnographic approach, it was possible to sift various measures taken by the authority and family members in order to transmit the language to the second generation. The national language policy on education of the concerned host societies prescribes the role, function and infrastructure for the teaching and development of migrant languages which is however ineffective as claimed by immigrant parents. In such event, the role of parents becomes crucial to formulate and execute decisive steps regarding implementation of the native languages inside the home.
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT". Russian Journal of Multilingualism and Education 11, nr 1 (15.12.2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.
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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immigrants to study their mother language in Norway, France, the Netherlands and Spain. The research is relevant as it provides a brief overview of the language policy of the European Union, and in particular Norway, France, the Netherlands and Spain, and analyses the existing opportunities for immigrants (or children of immigrants) to learn their native language in a new country of residence. In addition, it presents an analysis of the demand for knowledge of different languages (including Russian) in European countries. Research methods included analysis of the legal documents regulating the language policy, analysis of educational programmes in educational institutions of the country, questionnaires of students from the schools participating in the Leo “Effect. Learn from each other effectively,” monitoring of the labour market for the demand for knowledge of different languages (Russian, in particular). As a result of the project “Leo Effect. Learn from each other effectively” the external factors affecting acquisition of the mother tongue outside the language environment were studied. These factors include: the official language policy of the state governing the teaching of the mother tongue, the existing opportunities for learning the mother tongue in the country, the demand for knowledge of different languages on labor market, and the popularity of a particular language in a particular state. The study showed that the education of a multilingual citizen in Europe is basically a family task. State educational institutions do not provide enough support in the issue of teaching the mother tongue and reading and writing in the mother tongue are usually taught by commercial or non-profit organizations created by the immigrants themselves.
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Yao, Dingning. "A Study on the Selection and Development of English Education A Case Study of China and Belgium". Lecture Notes in Education Psychology and Public Media 40, nr 1 (5.03.2024): 228–34. http://dx.doi.org/10.54254/2753-7048/40/20240762.
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The importance of foreign language education has been highlighted in the globalized state nowadays. Foreign language teaching is gradually entering the education curriculums of various countries. The current global trend can be analyzed by finding the similarities of foreign language teaching in different countries. This article chooses China in Asia and Belgium in Europe for comparison. This article focuses on the reasons for choosing to learn a foreign language in two countries and when education begins. Through analysis, this paper argues that the choice of language education should take into account the needs of social development and national development. As the world's common language, English plays an important role in realizing nationalization and promoting talent development, so foreign languages have become the first choice for second language education and learning in many countries. In addition, this paper argues that based on children's education and growth characteristics, starting to learn a foreign language as early as possible can effectively attract and master it. This paper suggests that people should fully understand the importance of English education, fully grasp the characteristics of students' age and stage, and improve the talent training plan.
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Nadvornikova, Olga, i Tomas Klinka. "Language policy of the Czech Republic in the field of second foreign language teaching – the future of German, Spanish, French, Russian, and Italian in the revision of curriculum proposal". XLinguae 16, nr 4 (październik 2023): 156–80. http://dx.doi.org/10.18355/xl.2023.16.04.12.
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The study describes the context of foreign language teaching in the Czech Republic over the last ten years. Special interest is given to the area of teaching second foreign languages (FL2). The aim is to show to what extent the intentions of the Czech state in this area serve as a possible vector for implementing the ideas of the European Union and the Council of Europe in language policy and, on the contrary, how they may pose a threat to those ideas. The text includes statistical data, analyses of risks and opportunities, and expert suggestions for future language policy solutions.
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Shidur Rahman, Md. "Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme". English Language Teaching 9, nr 9 (10.07.2016): 1. http://dx.doi.org/10.5539/elt.v9n9p1.
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<p>The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson’s transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the CELTA has a maximum class size of tweleve. The instructor was a native-speaker of English, but the trainees were the mixture of native and non-native speakers. One was from Thailand, one from Indonesia, one from Bangladesh; two from Europe, and the rest were from the UK. Most of the trainees had teaching experience. The results of the study indicated that there exist distinctions, rather than similarities, between pedagogical strategies ued while teaching known and unknown languages. The study also suggested that all the pedagogical techniques do not fit equally with teaching both the languages; some can be used in a wider degree—some can be employed in a lesser degree.</p>
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Abralava, Nino, i Manana Kutelia. "Linguistic Landscape of Georgia". Caucasus Journal of Social Sciences 7, nr 1 (3.11.2023): 45–54. http://dx.doi.org/10.62343/cjss.2014.131.
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The purpose of our article is to discuss the general situation regarding the use and teaching of foreign languages in Georgia, especially German Language. Knowing several foreign languages is a prerequisite for academic and social mobility, which is one of the main goals of the Bologna process. This problem is particularly important for a small country like Georgia, whose language is not spoken outside of the country. Knowing several foreign languages is a necessary condition to ensure that our graduates acquire knowledge relevant to western standards and become competitive on the international labor market. This is impossible if graduates only know English. Therefore, more students should have the opportunity to study foreign languages including the German. If Georgian Universities consider this trend, then they will be on the right path towards amultilingual Europe.
Rozprawy doktorskie na temat "Language and languages – study and teaching – europe"
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Silva, Jorge Francisco da. "How good is your english?: um Estudo dos Níveis de Proficiência do Quadro Comum Europeu (Common European Framework of Reference)". Universidade Católica de Pernambuco, 2016. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1202.
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O objeto de investigação desta dissertação é o Quadro Comum Europeu (Common European Framework of Reference) e seus níveis de proficiência em línguas estrangeiras. O Quadro ou CEFR começou a ser desenvolvido pelos quase 50 paísesmembros do Conselho Europeu em 1991. As matrizes de referência do CEFR tornaram-se um marco internacional e oferecem atualmente orientações para a formulação de políticas linguísticas para o ensino, aprendizagem e avaliação em cerca de 30 línguas europeias, incluindo o inglês. Apesar de o CEFR também ser usado no Brasil em cursos preparatórios para testes internacionais e em vários tipos de processos seletivos, pouco se sabe sobre ele e a literatura sobre o assunto em português ainda é escassa. O objetivo geral deste estudo é investigar quais teorias de
linguagem foram usadas na elaboração do CEFR. O objetivo específico é analisar as concepções de língua/linguagem, ensino e aprendizagem, sujeito e avaliação do CEFR para entender como os seus níveis de proficiência foram determinados. Por meio de uma pesquisa bibliográfica, foram reunidas e organizadas diversas publicações do Conselho Europeu, de suas instituições parceiras e de pesquisadores
independentes, para investigar as questões propostas nesta dissertação. Ao final, foi possível estabelecer a evolução histórica das bases teóricas do CEFR, com origem na Virada Linguística, passando pela Escola da Filosofia da Linguagem e pelas disciplinas da Sociolinguística e da Pragmática. As diferentes concepções, com destaque para a concepção de língua/linguagem no CEFR, também foram devidamente analisadas. Finalmente, foi possível compreender com mais profundidade como os referidos níveis de proficiência foram determinados.The object of research of this thesis is the Common European Framework (CEFR) and its levels of proficiency in foreign languages. The development of the CEFR by nearly 50 member countries of the European Council started in 1991. The CEFR reference scales have become an international landmark and currently provide guidelines for the formulation of language policies for teaching, learning and assessment in about 30 European languages, including English. Although the CEFR is also used in Brazil in preparatory programs and in different types of selection processes, little is known about it and the literature on the subject in Portuguese is still scarce. The general aim of this study is to investigate which language theories were used in preparing the CEFR. Our specific aim is to analyze the concepts of language, teaching, learning, self and assessment in the CEFR to understand how its proficiency levels were determined. By means of a bibliographical research, several publications of the European Council, partner institutions and independent researchers were gathered and organized to investigate the questions proposed in this research. In the end, it was possible to establish the historical evolution of the theoretical basis of the CEFR, its origins in the Linguistic Turn, with later developments from the School of Philosophy of Language and the disciplines of Sociolinguistics and Pragmatics. The different concepts, especially the concept of language in the CEFR, were also duly considered. Finally, it was possible to understand more clearly how the said proficiency levels were determined.
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Santos, Sara Gonçalves dos. "Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task". Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953535.
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Beek, Pieta van 1958. "Anna Maria van Schurman (1607-1678) en haar kennis van oud-oosterse talen". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49748.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: We know very little about women who studied and excelled in the field of Semitic languages in the seventeenth century - it is an unknown territory, terra incognita. In this thesis I will map Anna Maria van Schurman's (1607-1678) studies in Semitic languages. Of the fourteen languages she knew, seven were Semitic or Near-Eastern languages: Hebrew (Rabbinic Hebrew included), Aramaic, Syriac, Samaritan, Arabic, Persian or Ethiopian. The thesis commences with a brief discussion of her life (including some new material), followed by an overview of the knowledge about Semitic languages that prevailed in the seventeenth century, which at the time underwent a surge of growth. Thereafter the discussion will focus on Van Schurman's mentor, Voetius, and his knowledge and views of Semitic languages. It will be based on the Sermoen (lecture) delivered at the opening of the University of Utrecht in 1636. His library, which Van Schurman used, also appears to be an invaluable source, full of reference books for the study of 'orientaelsche' languages. In order to determine the standard of Van Schurman's work, it was useful to read first what her contemporaries wrote about her, as well as what she wrote in her various works, including her autobiographies, about Semitic languages. Adfontes did I research what has been preserved in these seven languages: letters in Hebrew, a poem, many references - in particular in Hebrew, Aramaic, Syriac and Arabic - in her works such as the Dissertatio, the Opuscula Hebraea Graeca Latina et Gallica, unpublished letters and the texts she wrote in alba amicorum and on polyglottal artworks in Hebrew, Rabbinic Hebrew, Syriac, Aramaic, Arabic, Samaritan and Ethiopian. Her letters in Hebrew (and some letters to her) have only now been translated for the first time. From these it seems that she had, in contrast to her work in Latin, Greek, Dutch and French, such a religious regard for Hebrew that she wrote these letters as a collage of Biblical texts. It was, however, also an intellectual game. Van Schurman designed a grammar for Ethiopian, an outstanding achievement in the erudite Netherlands. Although it is thought to be lost, it is nevertheless possible to ascertain, by means of reports and poems by her contemporaries, what constituted this grammar. Lastly, Van Schurman's oeuvre is compared to that of the men and women of the educated community in Europe (Res Publica Litterarum ) who were also involved in the study of 'orientaelsche' languages. She was a source of inspiration for several women, such as Marie du Moulin, who also studied Hebrew and corresponded with Van Schurman in Hebrew. Anna Maria Van Schurman can rightfully be called the only female christian hebraist who could hold her own in the company of her male counterparts, despite the fact that, as a woman, she did not have the same opportunities as they had. She even exceeds them in her knowledge of Ethiopian. With regard to other women, she undoubtedly stood head and shoulders above them, and deserves to be known as the "Babel of her time".
AFRIKAANSE OPSOMMING: Ons weet byna niks van wat vroue in die sewentiende eeu op die gebied van die Oud- Oosterse tale gepresteer het nie, dis 'n onbekende terrein, 'n terra incognita. In hierdie tesis word Anna Maria van Schurman (1607-1678) se studies in Oud-Oosterse tale gekarteer. Van die veertien tale wat sy geken het, was sewe Oud-Oosterse tale: Hebreeus (Rabbyns-Hebreeus ingesluit), Aramees, Siries, Samaritaans, Arabies, Persies en Ethiopies. Ek bespreek eers kortliks haar lewe (met heelwat nuwe materiaal), gee dan 'n oorsig van die 17de-eeuse kennis van hierdie tale wat toe 'n groot bloeitydperk beleef het. Dan bespreek ek haar leermeester Voetius se kennis van Oud-Oosterse tale. Dit word gedoen aan die hand van die Sermoen wat hy by die opening van die Utrechtse Universiteit in 1636 gehou het. Sy biblioteek wat sy ook ter insae gehad het, blyk 'n skatkamer van naslaanwerke vir die studie van 'orientaelsche' tale te wees. Om die standaard van Van Schurman te bepaal, het ek eers gekyk na wat tydgenote oor haar geskrywe het en wat sy self in haar werk, onder andere in haar outobiografie, oor Oud-Oosterse tale geskryf het. Ad fontes het ek ondersoek wat daar van haar in die sewe tale oorgelewer is: briewe in Hebreeus, 'n gedig, die verwysings in veral Hebreeus, Aramees, Siries en Arabies in haar werke soos die Dissertatio, die Opuscula Hebraea Graeca Latina et Gallica, ongepubliseerde briewe, en die tekste wat sy in alba amicorum en op polyglotte kunswerkies geskrywe het in Hebreeus, Rabbyns- Hebreeus, Siries, Aramees, Arabies, Samaritaans en Ethiopies. Haar briewe in Hebreeus (en sommige aan haar) is nou vir die eerste keer vertaal. Uit die briewe blyk dat sy, in teenstelling tot haar werk in Latyn, Grieks, Nederlands en Frans, so 'n heilige ontsag vir Hebreeus gehad het dat sy die briewe geskrywe het as 'n collage van Bybeltekste. Maar dit was ook 'n intellektuele speletjie. Van Schurman ontwerp 'n grammatika vir Ethiopies, 'n topprestasie in geleerde Nederland. Hoewel dit nou verlore is, kan mens tog aan die hand van verslae en gedigte van tydgenote 'n beeld kry van wat haar grammatika behels het. Ten slotte vergelyk ek haar met die manne en vroue in die Europese akademiese gemeenskap, die Republiek van Lettere, wat ook in die veld van 'orientaelsche' tale besig was. Vir 'n aantal vroue soos Marie du Moulin was Van Schurman 'n bron van inspirasie. Sy het ook Hebreeus bestudeer en met Van Schurman gekorrespondeer in Hebreeus. Van Schurman kan met reg die enigste vroulike Christelike Hebraïs genoemd word wat met manlike geleerdes op gelyke voet kon verkeer, al het sy deur haar posisie as vrou nie dieselfde geleenthede gehad nie. Tog steek sy met haar kennis van Ethiopies hulle na die kroon. Wat betref die vroue: sy het kop en skouers bo haar vroulike tydgenote uitgestaan en word met reg die Babel van haar tyd genoem.
NEDERLANDSE OPSOMMING: We weten vrijwel niets wat vrouwen in de zeventiende eeuw op het gebied van oudoosterse talen presteerden, het is een onbekend land, een terra incognita. In deze thesis breng ik de studies in oud-oosterse of semitische talen van Anna Maria van Schurman (1607-1678) in kaart. Van de veertien talen die ze kende, waren er zeven oud-oosters of 'orientaelsch": Hebreeuws (Rabbijns-Hebreeuws ingesloten), Aramees, Syrisch, Samaritaans, Arabisch, Perzisch en Ethiopisch. Ik bespreek eerst kort haar leven (op grond van veel nieuw materiaal), geef dan een overzicht van de kennis van oud-oosterse talen in de zeventiende eeuw die toen een grote bloei doormaakte. Dan bespreek ik de kennis van en de visie op oud-oosterse talen van haar leermeester Voetius aan de hand van het Sermoen dat hij hield bij de opening van de Utrechtse Universiteit in 1636. Zijn bibliotheek die zij ook gebruikte bleek een schatkamer aan standaardwerken voor de studie van 'orientaelsche ' talen. Om het niveau van Van Schurman te bepalen, inventariseerde ik eerst wat tijdgenoten over haar schreven en wat ze zelf in haar werk, onder andere in haar autobiografie, over oud-oosterse talen schreef Ad fontes onderzocht ik naar wat er van haar in die zeven talen is overgeleverd: Hebreeuwse brieven en een gedicht, de vele verwijzingen in vooral het Hebreeuws, Aramees, Syrisch, Arabisch in haar werken als de Dissertatio, de Opuscula Hebraea Graeca Latina et Gallica, en ongepubliceerde brieven plus de teksten die ze in alba amicorum en op haar polyglotte kunstwerkjes schreef in het Hebreeuws, Rabbijns-Hebreeuws, Syrisch, Aramees, Arabisch, Samaritaans en Ethiopisch. Haar brieven in het Hebreeuws van (en sommige aan haar) zijn nu voor het eerst vertaald. Uit die brieven blijkt dat ze, in tegenstelling tot haar werk in het Latijn, Grieks, Nederlands en Frans, zo'n heilige opvatting heeft van het Hebreeuws dat ze die brieven schrijft als een collage van bijbelteksten. Maar het was ook een intellectueel spel. Ze ontwierp een grammatica voor het Ethiopisch, een topprestatie in geleerd Nederland. Ook al is deze nu onvindbaar, toch was het mogelijk om aan de hand van verslagen en gedichten van tijdgenoten een beeld te krijgen van wat haar grammatica behelsde. Tenslotte vergeleek ik haar met de mannen en vrouwen in de Europese geleerdengemeenschap, de Republiek der Letteren die ook in het veld van de orientaelsche' talen bezig waren. Voor een aantal vrouwen zoals Marie du Moulin was Van Schurman een inspiratiebron. Zij ging ook Hebreeuws studeren en correspondeerde met Van Schurman in het Hebreeuws. Van Schurman kan met recht de enige christelijke hebraïste in Europa genoemd worden die met de mannelijke geleerden op gelijke voet verkeerde, al had ze door haar positie als vrouw niet dezelfde mogelijkheden. Toch stak ze hen door haar kennis van het Ethiopisch naar de kroon. Wat betreft de vrouwen: ze stak er met kop en schouders boven uit, ze werd terecht het Babel van haar tijd genoemd.
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Torstensson, Camilla. "English Language Teaching in Two Countries in the European Union– Spain and Sweden : A comparative study". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24232.
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Abstract The Common European Framework of Reference for Languages (CEFR) is a tool, developed by the European Commission, which has been used as a base in the development of curricular documents in many countries. This would suggest a high level of similarity between the language teachings in different European countries, but how similar are they really? The aim of this thesis is to make a comparison between the general approach to foreign language teaching in two European countries, Spain and Sweden. It is important to note that the purpose has only been to find out what differences and similarities can be found between the two countries and not to make any kind of judgement as to what English teaching is preferable. A design consisting of two methods has been used to carry out the investigation: text analysis and in-depth interviews. The analysed texts are the English syllabus for upper secondary school in Sweden and the syllabus for the first foreign language in the Spanish upper secondary school. As a complement to the text analysis, interviews have been made with two English teachers from each country. The results that were found show that the two syllabi are similar in the way that both have been inspired by the CEFR and both promote Communicative Language Teaching. However, they also show several rather striking differences. The Spanish syllabus appears, for example, to focus much more on grammatical and phonetic knowledge than the Swedish one does. The results of the interviews, which cannot be generalized, indicate that the two English teachers in Sweden look for guidance in the syllabus and other official documents, while their Spanish colleagues prefer to turn to the textbooks, since they trust that the editors have made sure they follow the official regulations. This study shows that there are many differences between the language teaching in Spain and Sweden, despite the fact that both syllabi relate to the CEFR.
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Roth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.
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The present study focuses on teacher’s attitudes to the European Language Portfolio (ELP) in mother tongue English programs. More specifically it will explore how effective the ELP and portfolio assessment are in mother tongue teaching inSweden. The aim is also to assess whether mother tongue English students perform equally well in the four language skill areas. This case study seeks to find the strengths and weaknesses of the ELP according to the teachers that are using the ELP as an assessment tool, as well as investigating previous evaluation materials used to identify achievement in mother tongue. For this purpose, a case study was conducted using semi-structured interviews with four English mother tongue teachers at theLanguageCenterin Göteborg (henceforth LCG). The teachers interviewed at the language center use the ELP assessment but do not actively use the other parts of the language passport. The LCG materials for the mother tongue ELP were adapted from the original ELP 6 to 16 years created for Österåker municipality by Iakovos Demetriádes in 2007. Mother tongue teachers in Göteborg have since identified a number of the ELP’s strengths, as well as some of its weaknesses. The ELP is compatible with the Swedish syllabus, which makes it easier to write a written assessment for each class from the 1st grade and up. There are however problems with individual teachers interpretation of ELP descriptors. These problems will be brought to light later on in this paper.
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Brodin, Martina. "A case study of Turkish teachers’ perceptions and practices regarding Communicative Language Teaching in English". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116236.
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The aim of this study was to gain an insight into how teachers work practically with the Communicative Oriented Curriculum in English and what factors that could influence the teachers’ methodology. The investigation partially replicated a study by Kırkgöz (2008). The study was conducted at three state elementary schools in Turkey by using multidimensional qualitative research procedures, including classroom observations and interviews. Results demonstrated that all participants showed attributes identified to an Eclectic-Oriented teaching approach placing them in the middle of a continuum from Transmission to Interpretation-Oriented teachers. The results were later compared with the original study displaying both a satisfying and unsatisfying outcome depending on a qualitative or quantitative comparison. Findings also indicated that a holistic perspective must be considered in order to interpret and understand the results.
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Soubeyran, Mathilde. "The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes". Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.
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Mathey, Alain Bernard. "Teaching languages the natural way with visual cues". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.
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Berg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.
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Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.
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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.
Książki na temat "Language and languages – study and teaching – europe"
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Wolf, Gewehr, Catsimali Georgia i German, Greek, English, Spanish Teacher-Training Project., red. Aspects of modern language teaching in Europe. London: Routledge, 1998.
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EURYDICE, red. Foreign language teaching in schools in Europe. Brussels: Eurydice, 2001.
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John, Bulwer, red. Classics teaching in Europe. London: Duckworth, 2006.
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Martina, Buss, i Laurén Christer, red. Language immersion: Teaching and second language acquisition from Canada to Europe. Vaasa: Vaasan Yliopisto, 1995.
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European Centre for Modern Languages, red. Facing the future: Language educators across Europe. Strasbourg: Council of Europe Pub., 2003.
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Manfred, Görlach, red. English in Europe. Oxford: Oxford University Press, 2002.
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Grenfell, Michael. The training of foreign language teachers: Recent developments in Europe. Southampton: Centre for Language in Education, University of Southampton, 2003.
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Conference, European Federation of National Institutions for Language. Brussels declaration on language learning in Europe: In the 20 official languages of the European Union. Den Haag: EFNIL, 2006.
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Conference, European Federation of National Institutions for Language. Brussels declaration on language learning in Europe: In the 20 official languages of the European Union. Den Haag: EFNIL, 2006.
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European Federation of National Institutions for Language. Conference. Brussels declaration on language learning in Europe: In the 20 official languages of the European Union. Den Haag: EFNIL, 2006.
Znajdź pełny tekst źródłaCzęści książek na temat "Language and languages – study and teaching – europe"
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Isoda, Masami, i Raimundo Olfos. "Problematics for Conceptualization of Multiplication". W Teaching Multiplication with Lesson Study, 37–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.
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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.
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Pupavac, Vanessa. "Politics and Language Rights: A Case Study of Language Politics in Croatia". W Minority Languages in Europe, 138–54. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230502994_8.
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Muchnik, Malka, Marina Niznik, Anbessa Teferra i Tania Gluzman. "Teaching the Four Languages in Israel". W Elective Language Study and Policy in Israel, 65–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_3.
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Singleton, David, i Colin J. Flynn. "Learning Multiple Languages in an Instructional Setting: Insights from the Study of Affordances and from the Conceptualization(s) of Translanguaging". W Second Language Learning and Teaching, 147–59. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52371-7_10.
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Ballester-Roca, Josep, i Camilla Spaliviero. "CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study". W Teaching Language and Content in Multicultural and Multilingual Classrooms, 225–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56615-9_9.
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Turner-Adams, Hana, i Christine Rubie-Davies. "New Zealand: The Experiences of Māori Teachers as an Ethnic Minority in English-Medium Schools". W To Be a Minority Teacher in a Foreign Culture, 453–69. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_29.
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AbstractThis chapter discusses the experiences of Māori teachers who are currently or were previously employed in English-medium schools and early childhood centers in New Zealand. The New Zealand education system has a long history of failing to meet the educational needs of Māori students, and the demand for teachers to improve students’ academic outcomes has increased. Māori teachers connect and engage more readily with Māori students due to their shared culture and background. In contrast, many Pākehā/New Zealand European teachers have a limited understanding of Māori language, knowledge systems, values, and customs, and often hold low expectations for Māori student achievement. Findings from our study revealed that Māori teachers carried a substantial cultural and pastoral workload. On average, teachers reported spending at least 5½ hours per week working with Māori students and their whānau (family) in addition to their full-time teaching responsibilities. Although most teachers were acknowledged for their contributions through additional remuneration or time-release, others received no recognition. Participants were committed to their students but often worked in unwelcoming and unsupportive Eurocentric environments. Teachers were also disheartened by the general lack of commitment of their non-Māori colleagues to Māori language, culture, and values, yet were expected to guide, support, and educate these colleagues on how to meet their obligations to Māori students. The chapter concludes with suggestions for how school principals, center managers, and other teachers, could better support Māori teachers so that they continue making valuable contributions to their students’ education and remain employed in the teaching profession.
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Tombolini, Annalisa. "Intercomprensione orale tra lingue romanze". W Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/039.
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The intercomprehension (IC), a spontaneous faculty and a form of communication when each person uses his or her language and understand the language of the other, is also a didactic approach aiming to develop the comprehension competences in several languages of the same linguistic family. The European research focus has been mainly on the written intercomprehension skills and methodologies while the oral intercomprehension has been studied without being a priority objective. A shared oral IC didactic methodology doesn’t exist. Therefore our research-action aims at designing new teaching paths to facilitate the oral IC listening of three languages: Portuguese, Spanish and French. The first experimentations focused on the learners difficulties and their strategies during the task of listening several languages never formally studied before. On the basis of the results from these studies about the nature of difficulties and strategies in the participants perception, a new case study was designed referring to the cognitive-emotional approach in languages teaching. The case study object was the IC oral course carried out between 2016 and 2017 at Ca’ Foscari University of Venice. The experimentations prove that it is possible to facilitate word recognition in the sound stream enhancing cognitive and emotional factors of learning process that the IC approach activates by its own nature. The IC approach then contributes to valorise linguistic, extra-linguistic and meta-cognitive competences and shows that the plurilingual methodology can also benefit to the learning of one specific language and has an important impact on languages learning motivation.
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Zwartjes, Otto. "Toward a historiography of foreign language documentation , teaching and learning of non-Western languages in a missionary context (16th–18th centuries)". W Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch1.
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In some recent studies on the history of foreign language teaching, the main objects of study were European languages. It is difficult to understand why a comparable enterprise has not been undertaken yet on the history of language learning and teaching of non-Western languages within the subfield of missionary linguistics. This chapter attempts to fill this gap. In addition, missionary texts will be discussed, focusing on their pedagogical aims and strategies, and the role of the printing press will be described. The mise en page of the learning tools certainly contributed to the creation of original pedagogical and attractive tools for their learners. What we know of fieldwork methods in this period is fragmentary and often disappointingly scarce. The same applies to the teaching methods. What we have are the texts, the grammars, and the dictionaries used in teaching, but it is still unclear how these grammars were used in practice.
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Yefymenko, Tetiana, i Viktoria Maistrenko. "LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL". W Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-4.
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The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.
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Simpson, Jane. "Language studies by women in Australia". W Women in the History of Linguistics, 367–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0015.
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Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.
Streszczenia konferencji na temat "Language and languages – study and teaching – europe"
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Žefran, Mojca, Anja Pirih i Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE". W Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.
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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.
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Vorontsova, Marina, i Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.
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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Bicjutko, Tatjana, i Liga Belicka. "Implications of Student Linguistic Repertoires for Teaching English in University". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.39.
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Despite the emphasis on the promotion of pluricultural/plurilingual skills clearly stated in the European Union (EU) policy (EC 2007, 2018), there is no evident concern for plurilingual awareness in many universities. Although studies on active multilingualism initially dealt with general education (see, e. g. European Centre of Modern Languages activities), there has been a growing research and initiatives with the focus on tertiary education system and the emphasis on methodological interventions. Since intercultural education has long been an EU priority (EC 2002), it is pertinent to address linguistic repertoires of students currently enrolled in the tertiary programmes and their implications for teaching foreign languages. Thus, the research object is linguistic repertoires of students currently studying at the University of Latvia (UL). Using language portraits as a research method with students in medicine and biotechnology in the context of English for Specific Purposes, and 3 philological programmes in the context of language studies respectively, the research aims at answering the following questions: How do UL students position English among other languages in their repertoire? Is there any difference between the positioning of English for students in different programmes? What are methodological implications for teaching English at the tertiary level? The obtained data demonstrate instrumental significance of English and reveal variation in language repertoires of students in humanities and sciences as well as some minor differences among programmes. Overall, the results support the claim for addressing the so far underemployed plurilingual competence in teaching languages in university. The success of the language portrait activity as a tool to probe individual language biographies and intercultural dynamics of study groups as well as the discovered plurilingualism of the UL students suggest the necessity in modelling special tasks for raising and employing tertiary students’ plurilingual awareness in a professionally meaningful manner.
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Pricope, Mihaela. "TEACHING ROMANIAN FOR FOREIGNERS THROUGH ONLINE FILMS". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-232.
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The internet is an extraordinary source for language teaching. Set as valuable input to teaching language and culture, online films can be extensively used by language teachers to develop students' language and socio-cultural skills. The careful choice of films is made according to pedagogical objectives such as: the development of colloquial language skills, the acquisition of socio-cultural knowledge, the practice of summary skills etc. The teaching of language and culture through films or film fragments is an entertaining and motivational activity. In this manner, learning occurs and teaching is effective. Teaching Romanian for foreign students has captured people's attention in the last 10 years and its importance is increasing. More and more foreigners arrive in Romanian for various reasons, such as to further study in the Romanian language; to find a job in Romania, to obtain a degree in an European country and continue their studies abroad in Europe; to pursue a career in our country or abroad or to attend specialization programmes to work in Romania The present article introduces the importance of teaching Romanian for foreigners and covers, in its theoretical background, advantages and drawbacks of using films in the language classroom. Research in this domain covers the majority of these topics and offers examples of pre-viewing, while-viewing and post-viewing classroom activities but it doesn't offer concrete examples of online film-based lesson scenarios for teaching foreign languages, and in particular, Romanian for foreigners. That is why our article, presents a lesson scenario based on a short online Romanian film available on the website: www.cinepub.ro. This website offers plenty of films and we found it very useful to use it both as lecture inputs and homework. The article concludes that with appropriate tasks designed to achieve the teaching objectives and to be appropriate for the students' language level, films are a valuable resource which both teach and entertain.
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Nistor, Cristina mihaela, i Doina Comanetchi. "USING NEW TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE FOR SPECIFIC PURPOSES". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-231.
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Nowadays, our graduates have to cope with the pressure of the ever higher demands of formal education, a globalised job market or lifelong education. That learning a foreign language opens up new and coveted study or work opportunities has become a clich?. However, the teaching/learning of languages for occupational purposes have not lost their popularity, as the language tests in this area are becoming more and more relevant for recruitment across Europe. In this paper, the authors intend to dwell upon the (sometimes sore) subject of teaching/ learning specialized terms (or vocabulary/ language for specific purposes) in the language class, with an emphasis on the methods and strategies teachers may use in their task to guide students on the path to the optimal usage of such terms in their future career or education. In doing so the authors have analysed the practical language needs in industry and the implications of these needs for the language teaching syllabus and strategies. Thus, our main focus is the specialised language for real use either at university (post-graduate studies) or in the workplace, in other words, topics, situations and discourse features which make up scenarios of competent communication. In a technical university such as the "Politehnica" University of Bucharest, it is only natural for both teachers and students to use new technologies such as e-learning tools (tablets, laptops, or smartphones) in and out of the classroom, for a wide range of purposes. The very fact that technology encourages on-line communication to the detriment of face-to-face interaction triggers the necessity for a counterbalance, represented in the language class by collaborative tasks that require an accurate usage of the specialised language. The authors intend to present a few learning strategies that, in their experience, are proven to work when students need tips on how to properly use new technologies in studying a foreign language for specific purposes.
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Gila, Cristina Iulia. "Challenges and Achievements of European Education Ministers on Information Exchange and Collaboration within the European Economic Community between 60s and 80s". W World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/25.
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This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.
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Coanca, Mariana. "ENGAGING STUDENTS IN LEARNING EU TERMINOLOGY THROUGH TRANSLATION". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-157.
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After reading the final report of The First European Survey on Language Competences (ESLC 2011: 83), I thought it was challenging for me to write this paper, focusing on how translation can improve my students' language learning, in order to become aware of the EU terminology. On the one hand, in the Romanian educational system, both teachers' and students' frequent use of the target language (English) during lessons has positive impacts, in the sense that the more students and teachers speak the target language during lessons, the higher the score on the language testing. On the other hand, translation of texts containg EU terminology brings up two questions herein - Why becoming aware of E.U terminology? How do my students perceive the relation between translation and language learning in order to become aware of the EU terminology? I answered these questions by conducting an analysis, based on a two-fold approach: selecting texts from the Guide to Research and Innovation Strategies for Smart Specialisation (RIS3) and establishing a time frame for the students to translate the selected texts. My selection of texts from the above mentioned guide is justified: the students are enrolled in the Computer Science Program and being language learners/users, their communicative language competence and awareness of EU terminology are to be activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular, translating from English into Romanian). Nowadays, mediation plays an important role in Europe, because it provides the normal linguistic functioning at EU level and, by adopting it, learners/students are able to mediate, through translating activities, between speakers of the two languages concerned, who cannot overcome the communication barrier. Moreover, I emphasized in the paper the following: becoming aware of the EU terminology, students not only become plurilingual, more interculturally aware, but they also enhance their linguistic and cultural competences. To sum up, the analysis helped me draw a relevant conclusion: translations of texts containing EU terminology enrich the students'vocabulary, enhance their capacity for further language learning, as they already know and use terms from a specialised field (more precisely, they can cope with learning a language for specific purposes - ESP) and lead to greater openness to new cultural experiences (see also the study Translation and language learning: The role of translation in the teaching of languages in the European Union 1/2013: 27).
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Auziņa, Anita, Silvia Benini, Ireta Čekse, Marta Giralt i Liam Murray. "Foreign Language Teachers’ Activities to Develop Students’ Digital Citizenship Competences: Findings of the Dice. Lang Project". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.27.
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he extreme situation connected with the outbreak of the pandemic coronavirus has forced foreign language teachers worldwide to challenge their teaching competences and approaches when teaching remotely. Now, more than ever, foreign language teachers are forced or encouraged to implement digital materials, learning objects and environments. Meanwhile, foreign language teachers’ knowledge, skills and attitudes related to Digital Citizenship Education (DCE) are tested and challenged, too. The aim of this paper is to explore how confident and knowledgeable about DCE foreign language teachers are in order to offer activities that can enhance the development of language learners’ digital citizenship competences. This study presents the survey findings of the ERASMUS+ project: “Digital Citizenship Education and Foreign Language Learning” (Dice.Lang), which brings together five European partner universities: University of Munich, University of Aveiro, University of Latvia, University of Limerick, and Siena Italian Studies. There were 627 foreign language teachers (312 pre-service teachers and 315 in-service teachers) in total who participated in the online survey representing Germany, Ireland, Italy, Latvia, and Portugal. The findings highlighted the needs foreign language teachers have to develop and apply their expertise on DCE in their language lessons. The authors of the paper present their vision to address the teachers’ needs, providing and analysing samples of a comprehensive set of open educational resources (OER) available in English and additional European languages. These OER, which have been designed by the Dice.Lang consortium and confirmed by the questionnaire results, aim at developing language learners’ digital citizenship competences. The resources intertwine the five DCE strands created by the consortium (Critical Digital Literacies; Intercultural and Transcultural Perspective on Digital Exchanges; Identity-oriented Component; Content-oriented Perspective and Critical and Meta-reflective Component) with the existing European theoretical frameworks.
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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Carmen Antonita, Irina Croitoru i Ovidiu Ursa. "INNOVATIVE STRANDS IN THE ZOE PROJECT". W eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-120.
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The article is a study on the ZOE project, Zoonoses Online Education, (2016-1-RO01-KA203-024732), a European project funded by Erasmus+ programme for the years 2016-2019. The project has been developed within an international partnership including a wide range of institutions (Universities, medical and educational institutions, non-governmental educational organisations and IT centres) from Bulgaria, Italy, Spain and Romania. The project promotes a better understanding of zoonoses and outlines the role of interdisciplinary research and technology enriched education where professionals can share their knowledge and experience. Further more, it also raises awareness about the importance of creating synergies between the human and veterinary medicine and encourages raise-awareness interventions related to identifying, monitoring and controlling malaria and dirofilariosis. The article focuses on the project's interdisciplinarity: the ZOE project encompasses medicine, veterinary practice, linguistic communication in six languages, internationalisation of higher education and technology enriched education. It also highlights the innovative character of its guidelines on infectious zoonotic diseases, malaria and dirofilariosis, which were once eradicated in Europe but have appeared again. The article describes the project's idea and main objectives, highlighting its focus and innovative activities. The study gives interesting insights into the innovative and ICT based teaching/ learning MOOC project course, which is supported by videos in six languages. The linguistic MOOC (Massive Open Online Course) created within the project aims to improve students' skills in zoonotic clinical procedures and medical communication and intercultural skills. The project addresses not only medical lecturers and language teachers teaching medical students but also medical students and the public at large.
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Mirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education". W 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.
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The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.
Raporty organizacyjne na temat "Language and languages – study and teaching – europe"
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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, marzec 2004. http://dx.doi.org/10.53593/n157a.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady i Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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Hoinkes, Ulrich. Indexicality and Enregisterment as Theoretical Approaches to the Sociolinguistic Analysis of Romance Languages. Universitatsbibliothek Kiel, listopad 2019. http://dx.doi.org/10.21941/hoinkesindexenregromlang.
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Social indexicality and enregisterment are basic notions of a theoretical model elaborated in the United States, the aim of which is to describe the relationship between the use of language variation and patterns of social behavior at the level of formal classification. This analytical approach is characterized by focusing on the interrelation of social performance and language awareness. In my contribution, I want to show how this modern methodology can give new impetus to the study of today’s problem areas in Europe, such as migration and language or urban life and language use. In particular, I am interested in the case of Catalan, which has been studied for some time by proponents of the North American enregisterment theory. This leads me to indicate that explicit forms of social conduct, such as language shift or the emblematic use of linguistic forms, can be interpreted with regard to the social indexicality of Catalan. I thus analyze them in a way which shows that authenticity and integration in Catalan society can be achieved to a considerable extent by practicing forms of linguistic enregisterment.
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Chorna, Olha V., Vita A. Hamaniuk i Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.